Preservice teachers’ perceptions of teaching effectiveness during high positive versus high negative teaching episodes.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rebecca B. MacLeod, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this study was to examine preservice teachers’ perceptions of teaching effectiveness when viewing teaching episodes with positive and negative feedback. A secondary purpose of the study was to examine several independent variables to determine whether they predicted perceptions of overall teacher effectiveness. Participants watched short teaching clips of eight experienced teachers in an applied teaching setting and rated them for overall teaching effectiveness, subject matter competence, modeling, appropriate feedback, teacher delivery, and teacher demeanor. Teacher videos included four high positive teaching episodes and four high negative teaching episodes and were counterbalanced for gender and instrument (trumpet, piano, voice, and violin). Participants rated positive teachers higher than negative teachers and females higher than males. Teacher delivery was the best predictor of perceptions of teaching effectiveness.

Additional Information

Language: English
Date: 2012
teaching effectiveness, feedback, teaching evaluation, teacher delivery, perceptions of teaching effectiveness, music education, music teacher evaluations, music teacher education

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